Social Justice and Equity Plan
For EDSS555, I came up with a social justice and equity plan that would benefit the students at High Tech Middle School. Below is the explanation and thinking behind the plan.
To Name
High Tech Middle North County is a school that focuses on the use of technology in every classroom. Technology is used in many different aspects of the different classes. Throughout the school year, there is not much support for students who are struggling to use the different types of technology. For EL students, depending on which level they are at, they may be struggling to understand how to use the technology and might not be able to complete assignments effectively or correctly.
To Think Critically
Lack of understanding of technology is a big issue since High Tech uses technology in every classroom. The students need to know how to: access the teachers DP (digital portfolio) in order to see assignments and information about what we are doing in class, use Gmail and other Google programs, use Photoshop, use Adobe Illustrator, and use other technology depending on the class that they are in. Students can always ask their teachers for help, but in a busy classroom environment, some students might feel intimidated to ask the teacher to stop in the middle of class in order to explain everything over again in order for them to understand. If there is a student led group that can meet during lunch or even after school, students would be able to go in and learn how to use certain technology by their peers. Allowing for this set time outside the classroom will allow for the one-on-one attention that some of the students might need that might not be possible in the classroom. EL students will be able to ask questions that they have in a safe place that can be answered by another student and can be re-explained if necessary.
To Act
A student led group called Tech Ambassadors will be formed. There will be a faculty member who will sit in with the group when they meet in order to facilitate and to answer any extra questions that the Tech Ambassador might not be able to answer. Volunteer students, who can show competency and ability with the technology used in the classrooms, will form the group. They can volunteer for one or multiple forms of technology. Meetings can be scheduled for lunch times once a week. Students who need help can ask to schedule an “appointment” at a time that suits them. They will use a Google Doc filling out their name, issue, and times that work for them. The facilitating teacher will ask for Tech Ambassadors who are able to work with the student on that certain piece of technology. They will work on an agreeable time, and then an email will be sent that includes the student, Tech Ambassador, and facilitating teacher that lists the time and place that the meeting will take place. There can also be mandatory times that students are sent to the Tech Ambassadors. This would be if the teacher were noticing that a student is not using technology correctly.
To Reflect
I believe that my action plan meets the TPE 15: Social Justice and Equity in a few ways. This plan is provides evidence of “how to collaborate with others” to support “students from different linguistic, cultural, and social economic backgrounds.” By providing a safe place for students to meet one-on-one with someone to get clarification of technology, English Learners are able to ask the questions they might be too intimidated to ask in class in front of everyone. The students are also creating a community of students who are there to help each other succeed. The students who are acting as ambassadors feel like leaders in the community and build their confidence as they help their peers. I believe that this action plan will be effective in many ways and will make the community even stronger and closer. EL students are able to get help in a more private setting that allows them to take the time that they need to develop their technology literacy.
High Tech Middle North County is a school that focuses on the use of technology in every classroom. Technology is used in many different aspects of the different classes. Throughout the school year, there is not much support for students who are struggling to use the different types of technology. For EL students, depending on which level they are at, they may be struggling to understand how to use the technology and might not be able to complete assignments effectively or correctly.
To Think Critically
Lack of understanding of technology is a big issue since High Tech uses technology in every classroom. The students need to know how to: access the teachers DP (digital portfolio) in order to see assignments and information about what we are doing in class, use Gmail and other Google programs, use Photoshop, use Adobe Illustrator, and use other technology depending on the class that they are in. Students can always ask their teachers for help, but in a busy classroom environment, some students might feel intimidated to ask the teacher to stop in the middle of class in order to explain everything over again in order for them to understand. If there is a student led group that can meet during lunch or even after school, students would be able to go in and learn how to use certain technology by their peers. Allowing for this set time outside the classroom will allow for the one-on-one attention that some of the students might need that might not be possible in the classroom. EL students will be able to ask questions that they have in a safe place that can be answered by another student and can be re-explained if necessary.
To Act
A student led group called Tech Ambassadors will be formed. There will be a faculty member who will sit in with the group when they meet in order to facilitate and to answer any extra questions that the Tech Ambassador might not be able to answer. Volunteer students, who can show competency and ability with the technology used in the classrooms, will form the group. They can volunteer for one or multiple forms of technology. Meetings can be scheduled for lunch times once a week. Students who need help can ask to schedule an “appointment” at a time that suits them. They will use a Google Doc filling out their name, issue, and times that work for them. The facilitating teacher will ask for Tech Ambassadors who are able to work with the student on that certain piece of technology. They will work on an agreeable time, and then an email will be sent that includes the student, Tech Ambassador, and facilitating teacher that lists the time and place that the meeting will take place. There can also be mandatory times that students are sent to the Tech Ambassadors. This would be if the teacher were noticing that a student is not using technology correctly.
To Reflect
I believe that my action plan meets the TPE 15: Social Justice and Equity in a few ways. This plan is provides evidence of “how to collaborate with others” to support “students from different linguistic, cultural, and social economic backgrounds.” By providing a safe place for students to meet one-on-one with someone to get clarification of technology, English Learners are able to ask the questions they might be too intimidated to ask in class in front of everyone. The students are also creating a community of students who are there to help each other succeed. The students who are acting as ambassadors feel like leaders in the community and build their confidence as they help their peers. I believe that this action plan will be effective in many ways and will make the community even stronger and closer. EL students are able to get help in a more private setting that allows them to take the time that they need to develop their technology literacy.